One of the most extensive (and successful) efforts to apply TQM principles organization-wide took place at Florida Power & Light (FPL) beginning in 1981 -- and resulted in winning the Deming Prize in 1989. FPL employed basic statistical quality control techniques in all aspects of their operations and relied on three components: Quality Inspection teams, quality-in-daily work (QIDW) analysis, and policy deployment. Training activities, like all other business functions at FPL had to address these three components.

Magennis (1995) describes how this worked in the context of the Nuclear Power division of FPL. Training personnel worked on cross-functional teams to analyze specific task domains or problem areas and carry out the QI process. They also participated in the creation of QIDW control systems for each job process. Preparation of these control systems helped determine responsibilities for each job function and enhanced communication between training staff and plant customer groups. A variety of different data analysis techniques were used as part of the QI/QIDW processes including flow charts, bar charts, pie charts, pareto diagrams, histograms, and cause-and-effect diagrams.

Training staff were also part of the policy deployment process for the Nuclear Power division. The plant management teams identifies specific areas that need improvement related to overall goals and customer priorities; training staff focus their efforts on these areas as well. For example, in 1989, management identified accident prevention as a top priority which was translated into improved simulator training for operators. By paying particular attention to quality improvement of this aspect of training, the quality goals of each plant and the entire Nuclear division were supported.

In addition to the various data analysis techniques practiced continuously for the QI/QIDW processes, a great deal of interaction is needed among all levels of training and management to make TQM work. For example, there are regularly scheduled meetings between corporate and site training managers, between plant management and training staff, and between line supervision and students. Other line management responsibilities include: observation of training in progress, periodic meetings with students, monitoring attendance and exam performance, and reviewing training plans, schedules or changes. Having operations staff involved with training and training staff involved operations decisions is a critical foundation for quality improvement in learning activities.

Source: J.P. Magennis, "Training quality: Before and after winning the Deming prize." Educational Technology, May/June 1995.